KR20220078875A - Program for english teaching - Google Patents

Abstract

The present invention provides a standard that can cut all English sentences in sections based on a rule called 'pronunciation phenomenon', and learners can read the English sentences edited into such short sections over and over again and simply listen to the entire sentence again. It relates to an English education program that can develop the ability to accurately listen to English sentences that were not initially heard without interpretation or interpretation. A first voice information output function that is output as voice information twice or more times; and a function of distinguishing between a word in which either or both of assimilation and drop-out phenomena and a word preceding the same; a function of distinguishing between words in which either or both of assimilation and dropout phenomena occur across two words and words preceding and following the same; a function of distinguishing two words in which a linking phenomenon occurs when a linking phenomenon occurs across two words; and a function of distinguishing a word in which abbreviation occurs and a word before and after the word, respectively; a function of dividing into a plurality of sections according to a predetermined section division rule based on a pronunciation phenomenon including; and a second voice information output function in which voice information of an English sentence is outputted once or twice or more.

Description

English education program {Program for english teaching}

The present invention provides a standard that can cut all English sentences in sections based on a rule called 'pronunciation phenomenon', and learners can read the English sentences edited into such short sections over and over again and simply listen to the entire sentence again. It is about an English education program that can develop the ability to accurately listen to English sentences that were not initially heard without interpretation or interpretation.

According to the internationalization trend of modern society, interest in foreign languages is gradually increasing than in the past. In response to such a trend of the times, various language applications related to foreign language learning are being developed.

However, most of the existing English conversation teaching methods were either to teach speaking unilaterally through word combinations or to teach English by dividing it into several subjects such as grammar, vocabulary, reading comprehension, and listening.

And as a result, it did not have much effect because it was left as the learner's role to combine the divided knowledge in the head and apply it to conversation.

Korean Patent Registration No. 10-1990023 (2019.06.18. Announcement), “Chunk Unit Separation Rule for Foreign Language Learning and Implementation Method and System for Automatic Stress Display of Key Words” Korean Patent Registration No. 10-1835127 (2018.03.06. Announcement), “Method of learning pronunciation of English words” Korean Patent Publication No. 10-2016-0115041 (published on October 6, 2016), “Speech recognition-based pronunciation learning device and learning method”

An embodiment of the present invention provides a criterion for cutting all English sentences into sections based on a rule called 'pronunciation phenomenon', and learners repeatedly listen to English sentences edited into such short sections and listen to the entire sentence again. We provide an English education program that allows you to develop your ability to accurately listen to English sentences that you did not hear at first without subtitles or interpretation.

In addition, the embodiment of the present invention shows the word order of English, which has a different word order from that of Korean, rather than an accurate interpretation of the English sentence, and makes many other English sentences including the corresponding verb to naturally improve listening comprehension to hear and understand the sentence. Offers English education programs.

In the English education program for providing English sentences edited in section units according to an embodiment of the present invention, the program includes: a first voice information output function in which English sentences are output as voice information one or two times or more; and a function of discriminating between a word in which either or both of the dropout phenomenon occurs and a word preceding the word; a function of distinguishing between words in which either or both of assimilation and dropout phenomena occur across two words and words preceding and following the same; a function of distinguishing two words in which a linking phenomenon occurs when a linking phenomenon occurs across two words; and a function of distinguishing a word in which abbreviation occurs and a word before and after the word, respectively; a function of dividing into a plurality of sections according to a predetermined section division rule based on a pronunciation phenomenon including; and a second voice information output function in which voice information of an English sentence is outputted once or twice or more.

According to an embodiment of the present invention, a criterion for cutting all English sentences into sections is provided based on a rule called 'pronunciation phenomenon', and learners repeatedly listen to the English sentences edited into such short sections and then return the entire sentence again. Just by listening to , you will be able to develop the ability to accurately listen to English sentences that you did not hear at first without subtitles or interpretation.

In addition, it is possible to improve the listening comprehension ability to listen and understand the sentence naturally by showing the word order of English, which has a different word order from that of Korean, rather than an accurate interpretation of the English sentence, and making many other English sentences including the corresponding verb.

1 is a flowchart illustrating an English teaching method using a teaching medium according to an embodiment of the present invention.
FIG. 2 is a diagram visually illustrating an example in which voice information of an English sentence is output according to an English teaching method using a teaching medium according to an embodiment of the present invention.
3 is a flowchart illustrating an additional teaching process in an English teaching method using a teaching medium according to an embodiment of the present invention.
4 is a block diagram illustrating an English teaching apparatus according to an embodiment of the present invention.

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS The following detailed description of the present invention is an embodiment in which the present invention may be practiced, and reference is made to the accompanying drawings shown by way of example of the embodiment. These embodiments are described in sufficient detail to enable those skilled in the art to practice the present invention. It should be understood that various embodiments of the present invention are different but need not be mutually exclusive. For example, specific shapes, structures, and characteristics described herein may be implemented in other embodiments without departing from the spirit and scope of the present invention in relation to one embodiment. In addition, it should be understood that the position or arrangement of individual components in each described embodiment may be changed without departing from the spirit and scope of the present invention.

Accordingly, the detailed description set forth below is not intended to be taken in a limiting sense, and the scope of the present invention, if properly described, is limited only by the appended claims, along with all scopes equivalent to those claimed by the claims. Like reference numerals in the drawings refer to the same or similar functions throughout the various aspects.

The terms used in the present invention have been selected as currently widely used general terms as possible while considering the functions in the present invention, but these may vary depending on the intention or precedent of a person skilled in the art, the emergence of new technology, and the like. In addition, in a specific case, there is a term arbitrarily selected by the applicant, and in this case, the meaning will be described in detail in the description of the corresponding invention. Therefore, the term used in the present invention should be defined based on the meaning of the term and the overall content of the present invention, rather than the name of a simple term.

In the present invention, when a certain part "includes" a certain element in the whole, this means that other elements may be further included, rather than excluding other elements, unless otherwise stated. In addition, the “… wealth", "… The term “module” means a unit that processes at least one function or operation, which may be implemented as hardware or software, or a combination of hardware and software.

An English teaching method using a teaching medium according to an embodiment of the present invention and an apparatus thereof will be described with reference to FIGS. 1 to 4 .

First, an English teaching method using a teaching medium according to an embodiment of the present invention will be described with reference to FIGS. 1 to 3 .

1 is a flowchart illustrating an English teaching method using a teaching medium according to an embodiment of the present invention.

As shown, in step S110, the English sentence is output as voice information one or two times or more through the teaching medium.

In step S120, through the teaching medium, the English sentence is divided into a plurality of sections according to a predetermined section division rule based on at least one pronunciation phenomenon among assimilation, dropout, linking, and abbreviation. Each voice information is output once or twice or more under the condition that it is not output simultaneously with the voice information of other sections.

Here, in the section division rule, a method of distinguishing a word in which either or both of assimilation and dropout phenomena and a word preceding the same, and words in which either or both of assimilation and dropout phenomena occur across two words A method of distinguishing between a word and its front and rear words, a method of distinguishing two words in which a linking phenomenon occurs when a linking phenomenon occurs across two words, a method of distinguishing a shortened word and a word before and after it, respectively Any one or two or more may be included.

To elaborate on the above-mentioned pronunciation phenomenon, the pronunciation phenomenon refers to data that summarizes the tendency of native speakers of English speaking English as their mother tongue to pronounce words by crushing, omitting, or connecting some consonants instead of pronouncing words as they are spelled for convenience. .

Specific examples of assimilation, dropout, liaison, and abbreviation included in the section division rule, and examples in which English sentences are divided into sections based on this, are described below.

fairy tale phenomenon

1. Assimilation phenomena d, t

[d] and [t], which are located between the stressed strong vowel and the non-stressed vowel in the word, are assimilated and pronounced similarly to Korean [d].

(1)la t er[Lateral] (X) → [Lateral]

(2)co d er[Choror] (X) → [Choror]

2. Assimilation phenomenon rd, rt

[rd] and [rt], which are located between the stressed strong vowel and the non-stressed vowel in the word, are assimilated and pronounced similarly to the Korean [ㄹ].

(1)o rd er[Older] (X) → [Auror]

(2)so rt er[solar] (X) → [soreor]

3. Assimilation phenomena dd, tt

[dd] and [tt], which are located between the stressed strong vowel and the non-stressed vowel in the word, are assimilated and pronounced similarly to the Korean [ㄹ].

(1)ki dd ing [kidding] (X) → [key ring] (O)

(2)be tt er [Better] (X) → [Bett er] (O)

4. Assimilation phenomena ddl, ttl

[ddl] and [ttl], which are located between the stressed strong vowel and the non-stressed vowel in the word, are assimilated and pronounced similarly to Korean [ㄹ].

(1)mi ddl e [Middle] (X) → [Mireul] (O)

(2)li ttl e [Little] (X) → [Little] (O)

5. Assimilation phenomenon word ending d, t linking

When a word ending in [d] or [t] becomes a liaison with the following word, it is assimilated and pronounced similarly to Korean [ㄹ].

(1)ha d it a ll [Head Eat Earl] (X) → [Harrill] (O)

(2)no t at a ll [Not at Ear] (X) → [Nararall] (O)

6. Assimilation s + p, t, k, ch

When a word begins with [s], the following consonants [p], [t], and [k(ch)] are stressed and pronounced as a single sound.

(1) sp oil [spoil] (X) → [spoil] (O)

(2) st ool [Stool] (X) → [Stool] (O)

(3) sk ip [skip] (X) → [skip] (O)

(4) sch edule [schedule] (X) → [schedule] (O)

7. Assimilation Phenomenon End of word p, k linking

When a word ending in [p] or [k(ch)] becomes a liaison with the following word, it is pronounced as a single sound with stress.

(1)kee p a ll [keep all] (O) → [kee p a ll]

(2)thin k a bout [Think About] (O) → [Think About]

8. Assimilation phenomenon dr

If a word starts with [dr] or [dr] appears in the middle of a word, the pronunciation is assimilated and pronounced like [Jour].

(1) dr aw [dr aw] (X) → [juluo] (O)

9. Assimilation phenomenon tr

If a word starts with [tr] or [tr] appears in the middle of a word, the pronunciation is assimilated and pronounced like [Chur].

(1) tra ain [Train] (X) → [Train] (O)

10. Assimilation phenomena d, t, s + y

If a word starting with [y] appears after a word ending in [d], [t], or [s], it is pronounced as [Ju], [Chu], and [Shu], respectively. (In the case of [s], it may be pronounced as [ju] in some cases because it has both [ㅅ] and [j] at the end of the word.)

(1)misse d y ou [Miss You] (X) → [Miss Ju] (O)

*(2)what y ou [Wat You] (X) → [Wa Chu] (O)

(3)thi s y ear [This Ear] (X) → [Disher] (O)

11. Assimilation phenomena ds, ts

When a word ends in [ds] or [ts], the two are assimilated and pronounced [c] and [c], respectively.

(1)frien ds [Friends] (X) → [Friends] (O)

(2) gets [gets] (X) → [gets] (O)

Deletion

The dropout phenomenon refers to the dropout of English sounds (mainly consonants) in a specific environment and not being pronounced.

One. dropout phenomenon d - d, t - t

If the preceding word ends in [d] or [t] and the following word is also [d] or [t], the preceding [d] and [t] are dropped and cannot be pronounced.

(1)foo d d rive [Food Drive] (X) → [Food Drive] (O)

(2)what t ime [Watt time] (X) → [Watt time] (O)

2. dropout phenomenon words with the same articulation

If the *articulation point of the last pronunciation of the preceding word and the first pronunciation of the following word are the same, the preceding pronunciation is dropped and is not pronounced.

(1)convenien ce s tore [Convenience Store] (X) → [Convenience Store] (O)

3. Dropout phenomenon nd, nt

If a word ends in [nd] or [nt], [d] and [t] are dropped and not pronounced.

(1)se nd [send] (X) → [sen] (O)

(2) appointment [appointment] (X) → [appointment] (O)

4. nd, nt among dropout words

If the letters [nd] or [nt] appear in the middle of a word, [d] and [t] are dropped and are not pronounced. In some cases, it may be defined as a catabolic phenomenon.

(1)rese nt ment [regent ment] (X) → [resenman] (O)

5. Dropout phenomenon 3 consecutive consonants between 2 words d, t dropout

When 3 or more consonants are clustered between 2 words, [d] and [t] located in the middle are dropped and not pronounced.

(1)o ld m an [Old Man] (X) → [All Man] (O)

(2)ke pt b ack [Kept bag] (X) → [Kept bag] (O)

6. Dropout phenomenon 3 consecutive middle consonants p, b, t, d, k dropout

[b], [d], [k] located in the center when three or more consonants are clustered in a word. [p] and [t] are omitted and not pronounced.

[라슬리] (O)(1)la stl y [Rastley] (X)

[Lasley] (O)

[스탬스] (O)(2)sta mps [stamps] (X)

[Stamp] (O)

7. Dropout phenomenon Personal pronoun h Dropout

In personal pronouns that start with the letter [h] (he, his, him, her), [h] is omitted and is not pronounced.

(1)di d h e [di d h e] (X) → [di li] (O)

(2)whe n h is [One Hiss] (X) → [Wennis] (O)

(3)wa s h im [was force] (X) → [was h im] (O)

(4)gi ve h er [Give Hull] (X) → [Give r] (O)

connected speech

In English, the consonant sound of the preceding word is connected with the first syllable of a word that begins with a vowel that follows, so that two words sound as if they were connected as one. In the case of the linking phenomenon, the assimilation phenomenon and the dropout phenomenon are often applied together in the process of linking.

1. The indefinite article a, an

The indefinite articles [a] and [an] tend to be pronounced in connection with the preceding word.

(1)ge t a [get] (X) → [gerer] (O)

(2)ha d a n [Head Un] (X) → [Haran] (O)

2. Words that start with vowels

Words beginning with vowels [a], [e], [i], [o], and [u] tend to be pronounced in conjunction with the preceding word.

(1)ha ve a ny [Have ANY] (X) → [Have ANY] (O)

reduction

In English, there are 'content words', which play an important role for content interpretation, and 'function words', which function to construct sentences but do not significantly affect content interpretation. Content words mainly include subjects (nouns) and verbs, and function words include auxiliary verbs, prepositions, and conjunctions. At this time, the syllables that should be pronounced clearly with the original stress belonging to the function word are replaced with an ambiguous vowel (weak vowel) // (schwa, shuwa) to be pronounced weakly. The abbreviation phenomenon refers to a phenomenon in which the whole function word is not pronounced well in this process.

1. abbreviation do

Words belonging to function words (modal verbs) can be simplified in pronunciation. [do] is pronounced as [c], with only consonant sounds remaining.

2. abbreviation can / could

Words belonging to function words (modal verbs) can be simplified in pronunciation, but [can] and [could] remain only consonant sounds and can be pronounced as [ㅋ] or [Large].

3. have abbreviations

Words belonging to function words (auxiliary verbs) can be simplified in pronunciation as a whole, and [have] can be pronounced as [he] or [v (v)].

4. abbreviation of

Words belonging to function words (prepositions) can be simplified in pronunciation as a whole, and [of] can be pronounced as [o].

5. abbreviation to

Words belonging to function words (prepositions) can be simplified in pronunciation. [to] is pronounced as [c] with only consonant sounds, and when speaking speed increases, it can also be pronounced as [ㄹ].

6. abbreviation will

Words belonging to function words (modal verbs) can be simplified in pronunciation as a whole, and [will[] can be pronounced as [e]. *Please refer to the ambiguous collection

7. abbreviation going to → gonna

In the case of the auxiliary verb phrase 'be going to', which has the same role as the function word (auxiliary verb) will, it is abbreviated and pronounced as [gonna]. (It is forbidden to write 'gonna' in formal written language, but it is sometimes written as 'gonna' in informal colloquial words such as text messages with friends.)

8. abbreviation want to → wanna

In the case of 'want + to infinitive', [to] is often used as an abbreviated form, so the whole is shortened and pronounced as [wanna]. (It is forbidden to write 'wanna' in formal written language, but it is sometimes written as 'wanna' in informal colloquialism.)

9. abbreviation have got to / have to → gotta

Function word (auxiliary verb) In the case of the auxiliary verb phrase 'have got to/have to', which has the same role as have to, it is abbreviated and pronounced as [gotta]. (It is forbidden to write 'gotta' in formal written language, but it is sometimes written as 'gotta' in informal colloquialism.)

10. Contraction out of → outta

In the case of 'out + of', the preposition [of] is often used in an abbreviated form, so the whole is abbreviated and pronounced as [outta]. (It is forbidden to write 'outta' in formal written language, but it is sometimes written as 'outta' in informal colloquialism.)

<Examples in which English sentences are divided into multiple sections according to the section division rule>

1. Stop before the word to which the assimilation/dropout phenomenon is applied.

(1)You'd / be tt er see a doctor. *Cut off before a fairy tale word

(2)I have an / appoi nt me nt at 6.

2. In case of assimilation/dropout that occurs across two words, cut off the front and back of the word.

(1)I / wante d t o / show you something. * Cut off the front and back of the dropout phenomenon

(2)I don't / wan t t o / thin k a bout / it. *Cut off front and back of dropout/assimilation phenomenon

3. In case of linking between two words, break between the two words.

(1)He really doesn't ge t / o u t / o f his house very often. * Break between words that have been consonant

4. Break before and after the word to which the contraction is applied.

(1)I ordered two cups / of / coffee. *Break before and after of which abbreviations are applied

(2)I / wanna / order two cups / of / coffee. * As an abbreviation, want to = wanna cut off the front and back

5. Since there is not only one pronunciation phenomenon in a sentence, follow all the guidelines above to separate all sections of the sentence.

(1)I ha ve / a n / appoi nt me nt at 6. *Reflects linking and dropout phenomena

(2)I / do n't / wan t t o / thin k a bout / it. * All dropout/assimilation phenomena are reflected

(3)He really / does n't ge t / o u t / o f his house very often. *Reflects all dropout/connection phenomena

(4)I / o rd ered two cups / of / coffee. *All assimilation/abbreviation phenomena are reflected

(5)I / wanna // o rd er two cups / of / coffee. *Reflects both abbreviation/assimilation phenomena

If you look at the last sentence above, truncating the back of 'wanna' because of abbreviation overlaps with truncating the front of 'order' because of assimilation. As described above, when there is a collision or overlap between the two pronunciation phenomena, the cutting position overlaps or it is only necessary to cut an additional place, so it is commonly applicable to all English sentences.

1, in step S130, the voice information of the English sentence of step S110 is outputted once or twice or more through the teaching medium.

And in the steps S110 and S120, the voice information of the English sentence or the voice information for each section is output three times, and in the step S130, the voice information of the English sentence is output twice. . In addition, in step S120 , the voice information is repeatedly output for each section of the English sentence two or more times, and each section may be sequentially output.

2 is a visual representation of an example in which the voice information is output based on the English sentence of “I wanna order two cups of coffee.” The voice information for the entire sentence of “of coffee.” is repeatedly output 3 times. Subsequently, the entire sentence of “I wanna order two cups of coffee.” is divided into 5 sections: “I”, “wanna”, “order two cups”, “of”, and “coffee” according to the section division rule described above. The voice information is output three times for each section, and sequential output is made over all sections. Then, the voice information for the entire sentence of “I wanna order two cups of coffee.” is repeatedly output twice.

Returning to FIG. 1 again, in step S140 , the English sentence is displayed as image information through the teaching medium.

In step S150, a description of the pronunciation phenomena included in the English sentence is provided to the learner through the teaching medium. In this case, the description of the pronunciation phenomena can be made in various ways, such as being output as audio information or image information through a teaching medium, or output as a multimedia image.

In step S160, another English sentence including the same pronunciation phenomena as the pronunciation phenomena of steps (a) to (e) is output as voice information through the teaching medium.

As described above, just as English conversation starts from listening to the other person, the English teaching method according to this embodiment also starts from listening to an English sentence, and in this case, unlike the existing learning method that shows or interprets an English sentence, only It makes it possible for learners to listen to the sentences on their own just by repeating the edited section based on the entire sentence and pronunciation phenomenon.

To elaborate, methods such as the 'Audio-lingual Technique', which became famous for being used during World War II by the Language Education Center of the US Department of Defense, is that the core of learning foreign language conversation is listening, not speaking, and you can hear and speak accurately. While emphasizing the importance of listening repeatedly until there is, it does not provide detailed guidelines such as the exact number of repetitions, and does not take into account the difficulties experienced by native speakers of Korean accessing English, which has a completely different alphabet system and pronunciation.

Therefore, in the above-described embodiment, a criterion for cutting all English sentences into sections is provided based on a rule called 'pronunciation phenomenon', and learners listen to the English sentences edited into such short sections repeatedly and listen to the entire sentence again. You will develop the ability to accurately listen to English sentences that you did not hear at first without subtitles or interpretation. In other words, due to the unconscious pronunciation phenomena of native speakers of English as their mother tongue, there is a gap between the learner's expectations and the actual pronunciation, making it difficult to hear English sentences. Listening training proceeds with the effect of the pronunciation phenomenon being minimized, and then by listening to the entire sentence again, you will naturally feel and learn the part to which the pronunciation phenomenon is applied.

To elaborate, the reason for section repetition is to make people realize that the sentence is difficult to hear due to the influence of the pronunciation phenomenon by listening to the entire sentence repeatedly, and then listen to the divided section based on the pronunciation phenomenon repeatedly to hear the pronunciation included in the sentence. By grasping the information piece by piece and finally hearing the whole sentence again, the words enter the sentence and feel the influence of the pronunciation phenomenon.

Next, an additional teaching process in the English teaching method using the teaching medium according to an embodiment of the present invention will be described with reference to FIG. 3 .

3 is a flowchart illustrating an additional teaching process in an English teaching method using a teaching medium according to an embodiment of the present invention.

As shown, the steps (S170) to (S200) are sequentially performed as steps in which the English sentences of steps (S110) to (S160) of the embodiment of FIG. 1 are utilized.

In step S170, through the teaching medium, one selected English sentence (hereinafter referred to as “learning sentence”) among the English sentences in steps S110 to (b160) according to the principle of a predetermined word order It is determined which of the principles of the word order is applicable.

In this case, the principle of the word order is that English words are classified as content words including nouns, verbs, adjectives, and adverbs, and function words including articles, pronouns, prepositions, conjunctions, relatives, auxiliary verbs, and 5 types of English sentences. However, all function words are excluded from the learning sentences, and at the same time, the first word order principle is “Subject (S) + Verb (V) + Nominal complement (SC)”, and the second word order principle is “ Subject (S) + Verb (V) + Object (O) or Subject (S) + Verb (V) + Indirect Object (IO) + Direct Object (DO)”, the third word order principle, “Subject (S) + Verb (V) + object (O) + objective case complement (OC)”.

In step S180, the Korean interpretation of the learning sentence is displayed as image information through the teaching medium.

* In step S190, through the teaching medium, the Korean interpretation of the learning sentence is changed to English words through the learner.

In step S200, through the teaching medium, the process in which the English words changed through the step S190 find their place to become the learning sentences is displayed as image information.

Specific examples of the principle of the word order, the step S170 based thereon, and the related steps S180 to S200 will be described below.

First, the first word order principle of the word order principle, “subject (S) + verb (V) + nominative complement (SC)” will be described as follows.

1. [The word order of 'is' (form 2)]

_______ is a stagnant/state/place

I am ____________________.

You are __________.

He is __________.

She is __________.

It is __________.

We are __________.

They are ____________________.

And in the second word order principle of the word order principle, “subject (S) + verb (V) + object (O) or subject (S) + verb (V) + indirect object (IO) + direct object (DO)” It is explained as follows.

2. [The word order of 'to do/to give' (1/3/4 format)]

_______ does/gives (to) _____________

I go.

You disappear.

He eats food.

She plays games.

It shows (us) progress.

We tell them lies.

They give us clues.

And the third word order principle of the word order principle, “subject (S) + verb (V) + object (O) + object case complement (OC)” will be described as follows.

3. [The word order of 'make something/make something' (form 5)]

_______ makes/makes __________ ___________

I make her angry.

You make me happy.

He makes her cry.

She wants me to leave.

It makes you think.

We help him move.

They see me run.

And the principle of the word order is as follows when the English sentence “I have an appointment at 6” is explained as an example.

I ha ve / a n / appoi nt me nt at 6. *Reflects linking and dropout phenomena

I have an appointment at 6 o'clock.

The educator shows the Korean solution of the above sentence to the learner.

I / Promise / (have).

In this process, prepositional phrases including prepositions are excluded first.

* In the principle of word order that deals with the arrangement of key content words, concepts such as prepositions, articles, and conjunctions allow learners to learn and refine their usage accurately while exposing themselves to more English sentences after becoming familiar with the key word order . Then, ask the learner whether they know each word written in Korean in English and match them.

I / Promise / (have).

I have an appointment

Then, through the teaching medium, it is shown that English words move to the correct position of word order and meaning.

I / (have) / make an appointment

I have appointment

Finally, find the above word order in the word order principle table and practice making sentences by inserting various words according to the word order.

As described above, most of the existing educational methods mistakenly show that English sentences are visually displayed and then interpret the sentences with grammar to increase reading comprehension ability to improve listening comprehension ability to hear and understand English, but in this embodiment, accurate It shows the word order of English, which has a different word order from that of Korean, rather than interpretation, and makes many other English sentences including the corresponding verb to naturally improve listening comprehension.

Next, an English teaching apparatus according to an embodiment of the present invention will be described with reference to FIG. 4 .

4 is a block diagram illustrating an English teaching apparatus according to an embodiment of the present invention.

As shown, the English teaching apparatus according to an embodiment of the present invention is configured to include a storage unit 10 , a control unit 20 , a speaker 30 , and a display panel 40 .

The storage unit 10 stores English sentences.

The control unit 20 divides the English sentence detected from the storage unit 10 into a plurality of sections according to a predetermined section division rule based on at least one pronunciation phenomenon among assimilation, dropout, linking, and abbreviation. Section division and output software 21 for outputting each voice information once or twice or more under the condition that the voice information of each section is not output simultaneously with the voice information of other sections is mounted.

And, in the section division rule of the section division and output software 21, a method of classifying a word in which either or both of assimilation and drop-out phenomena and a word preceding the same, and any one of assimilation and drop-out phenomena over two words Alternatively, the method of distinguishing the words in which both occur and the words before and after it, the method of distinguishing the two words in which the linking phenomenon occurs when the linking phenomenon occurs between two words, the method of distinguishing the word in which the contraction phenomenon occurs and its front and any one or two or more of the methods of distinguishing each of the following words.

In addition, in the control unit 20, English words are classified as content words including nouns, verbs, adjectives, and adverbs, and function words including articles, pronouns, prepositions, conjunctions, relatives, auxiliary verbs, and five types of English sentences. Therefore, excluding all functional words from English sentences, the first word order principle is “subject (S) + verb (V) + nominative complement (SC)”, and the second word order principle is “subject” based on the order of content words. (S) + Verb (V) + Object (O) or Subject (S) + Verb (V) + Indirect Object (IO) + Direct Object (DO)”, the third word order principle, “Subject (S) + Verb ( V) + object (O) + object case complement (OC)”, the word order principle software 22 for determining whether it corresponds to any one word order may be further mounted.

The speaker 30 transmits the voice information output from the control unit 20 to the outside.

The display panel 40 displays image information output from the control unit 20 on the screen.

In addition, since the operation of the English teaching apparatus having the above-described configuration is substantially the same as that of the English teaching method using the teaching medium described with reference to FIGS. 1 to 3 , a detailed description thereof will be omitted in this embodiment.

As described above, in this description, specific matters such as specific components, etc., and limited embodiments and drawings have been described, but these are only provided to help a more general understanding of the present invention, and the present invention is not limited to the above embodiments No, various modifications and variations are possible from these descriptions by those of ordinary skill in the art to which the present invention pertains.

Therefore, the spirit of the present invention should not be limited to the described embodiments and should not be written, and not only the claims described below, but also all those having equivalent or equivalent modifications to the claims will be said to belong to the scope of the spirit of the present invention.

On the other hand, the method according to an embodiment of the present invention for solving the above problems may be implemented as a program for executing the method in a computer and a recording medium in which the program is recorded.

10: storage unit 20: control unit
21: section division and output software 22: word order principle software
30: speaker 40: display panel

Claims (5)

In an English education program that provides edited English sentences in units of sections,
The first voice information output function in which English sentences are output as voice information one or two times or more; and
a function of discriminating between a word in which either or both of assimilation and dropout phenomena occur and a word preceding it;
a function of distinguishing between words in which either or both of assimilation and dropout phenomena occur across two words and words preceding and following the same;
a function of distinguishing two words in which a linking phenomenon occurs when a linking phenomenon occurs across two words; and
A function of dividing a word in which abbreviation occurs and a word before and after the word, respectively; a function of dividing into a plurality of sections according to a predetermined section division rule based on a pronunciation phenomenon, and
An English education program comprising; a second voice information output function in which voice information of an English sentence is outputted once or twice or more. The method of claim 1,
In the first voice information output function, the voice information of the English sentence is output three or more times, and in the function of dividing the voice information into a plurality of sections according to a section division rule predetermined based on the pronunciation phenomenon, the voice information for each section is output 3 times or more is output, and in the second voice information output function, the voice information of the English sentence is outputted twice or more. The method of claim 1,
English, characterized in that in the function of dividing into a plurality of sections according to a section division rule predetermined based on the pronunciation phenomenon, the voice information is repeatedly outputted for each section of the English sentence two or more times, and each section is sequentially output education program. The method of claim 1,
After the second voice information output function,
The function of displaying English sentences as image information; and
The English education program, characterized in that it further includes a function of providing a description of the pronunciation phenomena included in the English sentence to the learner. 5. The method of claim 4,
After the function in which the explanation of the pronunciation phenomena included in the English sentence is provided to the learner,
The English education program further comprising a function of outputting other English sentences including the same pronunciation phenomena as the pronunciation phenomena as voice information.

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